12/13-Any makeup tests and writing assignments were done, students can review for finals if they dont have anything.
12/16-Study Hall, finals tomorrow
12/17-12/19-Finals!
Have a great Break
Monday, December 16, 2019
Thursday, December 12, 2019
12/12 Thursday
Today we took our unit 4 quiz, turned in our race riot papers, and our notebooks.
Tomorrow any make up tests, DBQ's or SAQ's will be done.
Tomorrow any make up tests, DBQ's or SAQ's will be done.
Wednesday, December 11, 2019
12/11
Today we finished working on papers, and students could put together their notebook. Tomorrow is a big day to end semester.
Paper Due on Race Riot
Unit 4 Test
Unit 4 Notebook Due!
Notebook order:
Paper Due on Race Riot
Unit 4 Test
Unit 4 Notebook Due!
Notebook order:
•Title Page-Name, Period, Unit 4 and Title War, Reds
and Jazz
•Quickwrites-4 of them
•Notes
•Work:
•1. WWI-Summary of events
•2. Propaganda Cartoons
•3. Great Migration Work(which was in Notebook)
•4. Civil Liberties assignment
•5. End of War(Treaty of Versailles
•6. CSI Assignment(the notes handout should be in the notes)
•7. 1920’s Flapper
•8. Chicago Race Riots
•9. Study Guide
Tuesday, December 10, 2019
12/4-12/10
12/4 Wed-I was out again, students with the sub had a quickwrite on immigration. It was in a handout form of notes. They also then were supposed to look at the Sacco and Vanzetti trial and do a CSI assignment in determining whether these individuals were victims of discrimination because of their Italian heritage and political views, or guilty of murder. This time period was our first "Red" within our unit, as the Red Scare was America's fear of communism.
12/5 Thurs-I went over the work of the previous day for the first part of the day. We talked about the immigration restrictions America put on and the Palmer Raids. The second half of class we looked at the role of women in America. This "flapper" era has been over sterotyped but still showed this new age woman who went against the traditional roles of the past. Students have to pick up the 4 box assignment, and they are using their textbook to find things that changed during the time.
12/6 Friday-We started looking at the last part of our unit called Red Summer. It was a summer of blood shed after soldiers had returned from WWI. We watched the clip from Elaine, Arkansas and how a group of sharecroppers wanting to form a union, led to hundreds of African Americans being killed. We read a short article about how this all took place 100 years ago, and was considered the greatest instance of racial violence in American history. What makes it most fascinating is in the textbook it is a 2 sentence blip, and until the 100 anniversary starting popping up it was widely ignored in our past.
Red Summer intro video
12/9 Monday-We continued to look at the race riots from last friday. We watched the video below on Tulsa, and then looked at some of the events that unfolded in Chicago. In nearly every incident there was a little blame on both sides but at the end blacks in America were usually on the worse end of things. 3 things that seemed to be at the root of it in class was the idea that things were changing very fast in America, some black communities were prospering, and there was a new resistance to discrimination after WWI. These 3 things manifested itself through violence. Even though a small "incident" always started these massive riots, there was something deeper in the root. Students got their cities to research for the last assignment of the semester.
Quickwrite 4: Over the past several years, people have pushed to remove confederate statues and memorials. Dollar bills have been changed or are being changed. Parks streets and schools have changed names to be more sensitive to racial issues of the past. Do you think this is an effective way to move on from past failures of America? Should we hide or ignore the past, or keep things but recognize the problems of them? Example-Should we look at a George Washington or Thomas Jefferson for their slave owning past or their contributions to America? Should they continued to be idolized in our nation?
Tulsa Race Riot Video
12/10-Students each received a city(almost everybody has their own) that went through a lynching, massacre, or riot from 1917-1923. Make sure you get your city and questions from me for your paper. The paper should be over a page typed, with at least 2 sources. If you are making this up, feel free to just choose one of the cities from the picture
The quiz for unit 4 is coming up on thursday as well. Below is the study guide
Unit 4 Study Guide
12/5 Thurs-I went over the work of the previous day for the first part of the day. We talked about the immigration restrictions America put on and the Palmer Raids. The second half of class we looked at the role of women in America. This "flapper" era has been over sterotyped but still showed this new age woman who went against the traditional roles of the past. Students have to pick up the 4 box assignment, and they are using their textbook to find things that changed during the time.
12/6 Friday-We started looking at the last part of our unit called Red Summer. It was a summer of blood shed after soldiers had returned from WWI. We watched the clip from Elaine, Arkansas and how a group of sharecroppers wanting to form a union, led to hundreds of African Americans being killed. We read a short article about how this all took place 100 years ago, and was considered the greatest instance of racial violence in American history. What makes it most fascinating is in the textbook it is a 2 sentence blip, and until the 100 anniversary starting popping up it was widely ignored in our past.
Red Summer intro video
12/9 Monday-We continued to look at the race riots from last friday. We watched the video below on Tulsa, and then looked at some of the events that unfolded in Chicago. In nearly every incident there was a little blame on both sides but at the end blacks in America were usually on the worse end of things. 3 things that seemed to be at the root of it in class was the idea that things were changing very fast in America, some black communities were prospering, and there was a new resistance to discrimination after WWI. These 3 things manifested itself through violence. Even though a small "incident" always started these massive riots, there was something deeper in the root. Students got their cities to research for the last assignment of the semester.
Quickwrite 4: Over the past several years, people have pushed to remove confederate statues and memorials. Dollar bills have been changed or are being changed. Parks streets and schools have changed names to be more sensitive to racial issues of the past. Do you think this is an effective way to move on from past failures of America? Should we hide or ignore the past, or keep things but recognize the problems of them? Example-Should we look at a George Washington or Thomas Jefferson for their slave owning past or their contributions to America? Should they continued to be idolized in our nation?
Tulsa Race Riot Video
12/10-Students each received a city(almost everybody has their own) that went through a lynching, massacre, or riot from 1917-1923. Make sure you get your city and questions from me for your paper. The paper should be over a page typed, with at least 2 sources. If you are making this up, feel free to just choose one of the cities from the picture
The quiz for unit 4 is coming up on thursday as well. Below is the study guide
Unit 4 Study Guide
Tuesday, December 3, 2019
11/20-12/3
11/20-Students worked on their propaganda posters that were connected to major events going on in America on the homefront.
We watched a clip from World Wars on America's contribution to helping end WWI. We then looked at the Great Migration in America going on at the time. Students had a short assignment that went in their notebook.
Great Migration PP also assignment
11/21-Students looked at how Civil Liberties were being violated in America during WWI, particularly with German Americans, but also Freedom of Speech. It was an assembly day so the class was shorter.
Charles Schenck flyer
questions
12/2-In class we looked at the end of WWI and how the treaty of Versailles punished Germany. This leads the German people under Hitler to demand rising up against it. Quickwrite 2 is there as well
End of WWI work
End of WWI Powerpoint and quickwrite 2
12/3-Students worked on a google classroom assignment about the 18th and 19th amendments. These two amendments used WWI to get their final push to be passed. If you dont have the classroom code you can ask.
Tuesday, November 19, 2019
11/18-11/19
11/18-We began Unit 4 of our semester: War, Reds and Jazz is the title. We had a quickwrite:
}What
difficulties may America face in deciding to enter a war, while also having
immigrants from every nation within the war? Is it fair to make immigrants go
and fight against their homeland in a war?
}List
any reasons America fights in WWI that you remember.
After this we briefly discussed what led to WWI taking place. We finished class with a small packet of readings highlighting why America got involved in WWI
11/19-We continued looking at causes of WWI for America. The Lusitania, Zimmerman Note, Unrestricted Submarine Warfare, Financial Loans, and Economic Profit were all possible reasons America entered the war. Students finished their assignment from this.
After this we briefly looked at how propaganda played a role in the war. There were thousands of posters/advertisements produced in America for the war effort. They all had the profound effect of influencing Americans into believing they were needed for the war to be won.
Slides and 11/20's assignment
After this we briefly looked at how propaganda played a role in the war. There were thousands of posters/advertisements produced in America for the war effort. They all had the profound effect of influencing Americans into believing they were needed for the war to be won.
Slides and 11/20's assignment
Thursday, November 14, 2019
11/12-14
11/12-We finished looking at the Cartoons from last week. I talked about the different perspectives and how there was both a positive and negative view of America's actions. We finished by looking at the spread of America's empire in Hawaii, China, and Panama. Also how America's Great White Fleet showed off to the world that we were a force to be reckoned with. You had quickwrite 6 that is attached in the notes.
11/13-We finished looking at the Panama Canal, and as the video clip we watched said, made America a new superpower for a new century. At the end of class students looked at the Big Stick, Dollar and Moral Diplomacy. How 3 different presidents interacted with other nations. I am not able to post the panama canal video but they do discuss it was the greatest achievmeent in American history possibly as well as what puts us on top possibly in world power.
Test is Friday, The notebook order can be found in the power point:
Notes and Notebook Order
11/14-Students took their SAQ and could put together their notebook. They also can review for tomorrow's test
11/13-We finished looking at the Panama Canal, and as the video clip we watched said, made America a new superpower for a new century. At the end of class students looked at the Big Stick, Dollar and Moral Diplomacy. How 3 different presidents interacted with other nations. I am not able to post the panama canal video but they do discuss it was the greatest achievmeent in American history possibly as well as what puts us on top possibly in world power.
Test is Friday, The notebook order can be found in the power point:
Notes and Notebook Order
11/14-Students took their SAQ and could put together their notebook. They also can review for tomorrow's test
Friday, November 8, 2019
11/5-11/8
11/5-I was out this day, students finished up their newspapers from yesterday in class. They then worked on an assignment with the sub about America taking over Hawaii, Alaska, China and the Panama Canal
11/6-Students finished the assignment in the beginning of class from yesterday. After that I finished talking about how the war came to an end. It was very quick and America was able to gain new "colonies" from the war. Suddenly America was now an Imperialist nation. The only problem is some of those nations didn't want us to take them over. So America would have to teach them a lesson.
11/7-Students looked at the Philippine American War that broke out following the Spanish American War. We had a quickwrite below. I compared America's interactions with these nations to a parent trying to put their child on the right course even if the child isn't interested in what the parent is saying.
Political cartoons
11/6-Students finished the assignment in the beginning of class from yesterday. After that I finished talking about how the war came to an end. It was very quick and America was able to gain new "colonies" from the war. Suddenly America was now an Imperialist nation. The only problem is some of those nations didn't want us to take them over. So America would have to teach them a lesson.
11/7-Students looked at the Philippine American War that broke out following the Spanish American War. We had a quickwrite below. I compared America's interactions with these nations to a parent trying to put their child on the right course even if the child isn't interested in what the parent is saying.
•If
a parent thinks they know best for their child should they impose their will on
their child? Is it up to the parent to ensure a kid(1-17 years old) follows the
best standards, rules, expectations and protect them, so that the rest of their
life goes well? Or do you think children/teens should have the freedom to
figure some things out on their own. See what works and what doesn’t. Should
parents be more like bumpers at the bowling alley for their kids in life, or
like a train track for their kids where nobody moves off the track much?
11/8-We were looking at political cartoon that were published at the time and the controversy. The cartoons are below if you need to look at them, but get the paper from me. We also reviewed some of the documents that were discussed during the Phillipine American WarPolitical cartoons
Monday, November 4, 2019
11/4 Monday!
We began the Power portion of our unit. We are shifting to America's rise on the world stage. For the first 125 years of America we are focused inward. Now we are shifting outward. The Spanish American war is filled with question marks, but it begins America's move towards becoming a world power
Spanish American War beginning. Quickwrite 4
Spanish American War beginning. Quickwrite 4
10/30-11/1
10/30-We finished looking at lynchings in America and how people responded to them. We finished class by looking at a political cartoon of a farmer in chains and tried to interpret what was going on.
10/31-We looked at the populist party and its rise and fall. The farmers were desperate for change and did whatever they could to push change in America.
11/1-Students did an SAQ on muckrakers. They used documents to do the assignment. at the end of class we finished by looking at how Roosevelt brought alot of the progressives together.
Muckrakers saq fixed
10/31-We looked at the populist party and its rise and fall. The farmers were desperate for change and did whatever they could to push change in America.
11/1-Students did an SAQ on muckrakers. They used documents to do the assignment. at the end of class we finished by looking at how Roosevelt brought alot of the progressives together.
Muckrakers saq fixed
Tuesday, October 29, 2019
10/21-10/29
An update to recent days. With a new 5th period class there is no longer a prep period where it is easy to update everyday
10/21-We began our unit Progress and Power. We looked at the growth of business in America and the idea of people like Rockefeller and Carnegie. We went over a few vocabulary words that can be found on the link at the bottom. This captains of industry made their money by creating monopolies and integrating their businesses.
Quickwrite 1-
Recently Bernie Sanders said there should not be any billionaires. Do you agree with him? Is it good for our nation that there is people making that much money and yet their workers are not? Do you think it should be more balanced or is that what make America special that you can make unlimited amounts of money?
10/22-Captains vs Robber and Integration-Students looked at examples of both sides of these individuals. They did a lot of great things, pushing technology and wealth. They also at times did bad things to get an advantage. We looked at horizontal integration and vertical integration and how it helped companies make more money. We also looked at a map of how andrew carnegie was able to do this.
10/23-Students worked on researching about 3 different captains of industry and what they did to get into the position they were in. It is supposed to be done for homework.
10/24-We started looking at workers instead of the businessmen. Unions began to be formed to unite workers together. Many of them failed but it was a way to try to fight together for change. The first strike we looked at was the Homestead Strike in Andrew Carnegie's plant. Carnegie's manager called in an army to break the strike. People ended up dead on both sides. We watched a clip from the men who built america after reading about what they did.
Quickwrite # 2
10/25-We looked at one final strike at Pullman and how the news reported the events differently based on their biasness. Students then looked at small places improvement happened. Most notably the 1902 coal strike. We finished by looking at a part of the video on the triangle shirtwaist fire.
10/28-We finished the video of the Triangle Shirtwaist fire. Students completed the questions on the back of their Reform paper. They are due Tuesday. After I talked about different areas of life that the fire impacted. Child Labor, Women's Rights, and Workers rights were all impacted by it. Also government regulation in business is still strong today. Toward the end of class we looked at Race in America during this progressive age. It is the one area where things were not really progressing. The notes are including on the 29th posting.
10/29-Today we did quickwrite 3 which can be found in the notes. We read a poem by Dudley Randall on Booker T Washington and WEB Dubois. These two civil Rights leaders tried to promote change in Civil Rights through Education and occupation. They just did it in different ways. Toward the end of the period we began to look at Lynchings in America and how Ida Wells tried to bring it to the attention of Americans.
Notes and quickwrites 1-3
10/21-We began our unit Progress and Power. We looked at the growth of business in America and the idea of people like Rockefeller and Carnegie. We went over a few vocabulary words that can be found on the link at the bottom. This captains of industry made their money by creating monopolies and integrating their businesses.
Quickwrite 1-
Recently Bernie Sanders said there should not be any billionaires. Do you agree with him? Is it good for our nation that there is people making that much money and yet their workers are not? Do you think it should be more balanced or is that what make America special that you can make unlimited amounts of money?
10/22-Captains vs Robber and Integration-Students looked at examples of both sides of these individuals. They did a lot of great things, pushing technology and wealth. They also at times did bad things to get an advantage. We looked at horizontal integration and vertical integration and how it helped companies make more money. We also looked at a map of how andrew carnegie was able to do this.
10/23-Students worked on researching about 3 different captains of industry and what they did to get into the position they were in. It is supposed to be done for homework.
10/24-We started looking at workers instead of the businessmen. Unions began to be formed to unite workers together. Many of them failed but it was a way to try to fight together for change. The first strike we looked at was the Homestead Strike in Andrew Carnegie's plant. Carnegie's manager called in an army to break the strike. People ended up dead on both sides. We watched a clip from the men who built america after reading about what they did.
Quickwrite # 2
What power do workers have? While today
workers have far more rights than they did in the Industrial Age, what can you
do when their pay is too low, or their hours are unfair? Even if you think
owners should be able to dictate how their company is handled and run, why is
it important that workers are treated fairly?
10/25-We looked at one final strike at Pullman and how the news reported the events differently based on their biasness. Students then looked at small places improvement happened. Most notably the 1902 coal strike. We finished by looking at a part of the video on the triangle shirtwaist fire.
10/28-We finished the video of the Triangle Shirtwaist fire. Students completed the questions on the back of their Reform paper. They are due Tuesday. After I talked about different areas of life that the fire impacted. Child Labor, Women's Rights, and Workers rights were all impacted by it. Also government regulation in business is still strong today. Toward the end of class we looked at Race in America during this progressive age. It is the one area where things were not really progressing. The notes are including on the 29th posting.
10/29-Today we did quickwrite 3 which can be found in the notes. We read a poem by Dudley Randall on Booker T Washington and WEB Dubois. These two civil Rights leaders tried to promote change in Civil Rights through Education and occupation. They just did it in different ways. Toward the end of the period we began to look at Lynchings in America and how Ida Wells tried to bring it to the attention of Americans.
Notes and quickwrites 1-3
Thursday, October 17, 2019
Week of 10/14-10/18
Monday 10/14-We continued friday's handout on political machines. Looking at graft and how politicians made money
Tuesday 10/15-We looked at the Chinese Exclusion Act.
There was quickwrite 6 and a few notes. The students then did an assignment using some readings in google classroom.
We watched minutes 3-10 from this documentary as well. https://www.pbs.org/wgbh/americanexperience/films/chinese-exclusion-act/
Quickwrite 6 and political machine notes as well
Wednesday 10/16-College Day Students didn't have normal class
Thursday 10/17-Students assembled their notebook, finished their Chinese Exclusion Assignment, and could review for the test
Notebook Order:
Friday 10/18-We are turning in our notebooks and taking the Unit 2 Test
Tuesday 10/15-We looked at the Chinese Exclusion Act.
There was quickwrite 6 and a few notes. The students then did an assignment using some readings in google classroom.
We watched minutes 3-10 from this documentary as well. https://www.pbs.org/wgbh/americanexperience/films/chinese-exclusion-act/
Quickwrite 6 and political machine notes as well
Wednesday 10/16-College Day Students didn't have normal class
Thursday 10/17-Students assembled their notebook, finished their Chinese Exclusion Assignment, and could review for the test
Notebook Order:
•Title
Page(with name, period, unit and title(The Breakup and Makeup that leads to America’s Shape Up)
•Quickwrites-6
of them
•Notes-both
written and handouts
•Work
•1-Manifest
Destiny
•2-Nullification
Crisis
•3-Gettysburg
Address
•4-13-15th amendments
•5-Reaction
to John Brown
•6-You
can
include the dbq but it is not required
•7-North
or
South who killed the Reconstruction
•8-Overview
of the Gilded Age•
9-temperance
movement
assignment
•10-The
New
Colossus
•11-Honest
and
Dishonest Graft
•12-Chinese
Exclusion
Act Work
•13-Study
Guide(completed
or not completed)
Friday 10/18-We are turning in our notebooks and taking the Unit 2 Test
Friday, October 11, 2019
10/11 Friday
We began to look at Political machines today and how they dominated politics in the late 1800's. Quickwrite 5 is on the notes from yesterday. At the end of class students had to be journalists and use a picture without words to convince a reader that these machines were corrupt and shouldnt be voted for. There is a short packet we will get to on monday. We also in the beginning of class just look at some of the good and bad of the gilded age.
The unit test will also be coming up next friday so be ready.
The unit test will also be coming up next friday so be ready.
10/10 Thursday
We looked at the poem the new colossus and how it reflects immigration at this time. We then went through the notes below and watched a short video clip on ellis island
Notes
Notes
Wednesday, October 9, 2019
10/7-10/8
10/7-I was out today grading the district essays from friday. Students looked at the beginning of the temperance movement. The main part was how out of control alcohol drinking was throughout the early to mid 1800's. It was the groundwork for America evnetually calling for change and ending alcohol.
10/8-I reviewed part of yesterday's assignment. Then we began looking at the beginning of immigration to America. It is a defining part of the gilded age. America was the land of opportunity for so many. We watched a clip from An American Tail. (the first 20 minutes can be found on netflix a shorter version of the main song is found below). Students had quickwrite 4:
10/8-I reviewed part of yesterday's assignment. Then we began looking at the beginning of immigration to America. It is a defining part of the gilded age. America was the land of opportunity for so many. We watched a clip from An American Tail. (the first 20 minutes can be found on netflix a shorter version of the main song is found below). Students had quickwrite 4:
•The
American Tail:
•What
do you think the term “cats” mean? How would there be no cats in America?
•What
was the journey like to get to America for them?
•What
do they think America will be like?
Friday, October 4, 2019
9/30-10/4
9/30-The biggest writing assignment is taking place this friday. Students got the dbq packet and we began to look at each of the documents. the question was did lives improve for americans between 1865 and 1900
10/1-I was out for coaching duties, students looked at what life was like for blacks in the south during the Reconstruction. These are designed to be historical context to assist with the essay
10/2-We went back to looking at the dbq. I went over the rubric and explained what needs to be included, we worked on thesis writing in class.
10/3-We went over another historical context document and continued working on our thesis statements and essay preparing.
10/4-Students did their district writing and turned in their work packet
10/1-I was out for coaching duties, students looked at what life was like for blacks in the south during the Reconstruction. These are designed to be historical context to assist with the essay
10/2-We went back to looking at the dbq. I went over the rubric and explained what needs to be included, we worked on thesis writing in class.
10/3-We went over another historical context document and continued working on our thesis statements and essay preparing.
10/4-Students did their district writing and turned in their work packet
9/26
We looked over the Reconstruction amendments 13-15 and how former slaves adjusted to life in America as sharecroppers.
9/25
We looked at the course of the Civil War, This included how the purpose was to reunify America but became ending slavery. Students had a quickwrite on what they thought were the most important event that caused the Civil War. We read the Gettysburg address and looked at Lincoln's contribution to his nation.
Wednesday, September 25, 2019
9/24
Students worked on a google classroom assignment. THere were a series of video clips and links to investigate the underground railroad, mexican american war, kansas nebraska act, and dred scott incident. Students will have 15 minutes tomorrow to work on it in class.
9/23
Today students turned in their work from thursday on Manifest Destiny. We then began to look at the road to the Civil War. This unit titled the "breakup" revolves around it. We started by looking at the Cotton Gin and how it led to an explosion for slavery. We watched a short clip. Then we looked at the Missouri Compromise and Nullification Crisis. Each event causes small problems that will carry us towards division. The Nullification Crisis questions should be completed.
Quickwrite 2 was also done.
Quickwrite 2 was also done.
uWhat do you
think made people suddenly start taking a bigger issue with slavery? Do you
think it was gradual or a single event? Think of something else that society
has changed their minds on over time, how did things change?
Friday, September 20, 2019
9/18-9/20
We began our new unit The Breakup and Makeup that leads to America's Shape Up. I wasn't at school on Thursday but on Wed and Friday we went over the notes attached. We did quickwrite 1 on wed. On thursday the other assignment on the attachment was done. We looked at 6 early Presidents of America, as well as the idea of Manifest Destiny as America spread across the continent.
Notes, Assignment and Quickwrite
Notes, Assignment and Quickwrite
Tuesday, September 17, 2019
Sunday, September 15, 2019
9/13
We finished the Along the Chaparral Project. Just about everyone was done. Any formatting will be done next tuesday. We also will have our unit test on Monday.
9/12
We went back over the work from last week. We reviewed the framework of the Constitution. I quickly went over why the anti-federalists opposed the Constitution. Lastly why the Bill of Rights was put in place and quickly some of the things it covered.
The order for the notebook:
The order for the notebook:
Reminders:
Must be Stapled or Glued. DON’T TURN PAPERS SIDEWAYS OR FOLD THEM!!! DON’T GLUE
DOWN PAPERS THAT HAVE A BACK ON THEM!!! Each paper should have its own page
1.
Title Page-Your name, Period, Unit 1 and A
Dream is Born on
it
2. Quickwrites-There
were 4, look
back on the class website if you missed any. They should all be in this I spot.
Before all the notes.
3.
Notes-Things we took in class. If you need any I didn’t put on website just
ask.
4.
Work:
1.
City Upon a Hill/The Early Years
2.
Your snowballs handout
3.
Declaration of Independence
4.
State Convention paper/with the issues
5. Constitution
handout’s-Bill of Rights
6. Whiskey
Rebellion paper
Wednesday, September 11, 2019
9/9-9/11
We worked on the Along the Chaparral Project each day. It should be finished by now. All that is left is editing.
Friday, September 6, 2019
Tuesday through Friday 9/3-9/6
Tuesday 9/3-We continued to work on our Along the Chaparral Project
Wednesday 9/4-I was out this day but the students finished up looking at the issues of the Constitution, they then looked at what the results of the Constitution were.
Thursday 9/5-I began to go over parts of the Constitution and why there were issues. What was decided on and how it was resolved. We still have a little big more to go.
Friday 9/6-We continued to work on our Along the Chaparral Project
Wednesday 9/4-I was out this day but the students finished up looking at the issues of the Constitution, they then looked at what the results of the Constitution were.
Thursday 9/5-I began to go over parts of the Constitution and why there were issues. What was decided on and how it was resolved. We still have a little big more to go.
Friday 9/6-We continued to work on our Along the Chaparral Project
Tuesday, September 3, 2019
Tuesday through Friday
8/27-We finished looking at thesis statements and students turned in their packets with snowballs 6-9. We then looked at what the Declaration of Independence said and how it tied back into the Enlightenment era. Short handout was given
Quickwrite 3 that went with video clip: •Why do you think there wasn’t a lot more energy or excitement? What do you think was going through their heads? How did the people react differently that were not in Independence Hall?
8/28-Students took their quiz. At the very end of class I spoke briefly on the difficulty and length of the American Revolution in trying to earn our freedom.
8/29-I gave a quick summary of America after the American Revolution. The Articles of the Confederation were week, and prohibited America from really doing anything as a new nation. Shay's rebellion showed that the flaws of the nation needed to be strengthened. We then paired students with a state from 1787 and they began to look at the main arguments of the convention through the eyes of their state. What and why would a state have thought the way it did.
8/30-We began our along the chaparral project, and began looking at somebody buried in Riverside National Cemetary. We will continue this on tuesday next week.
Have a good 3 day break!
Quickwrite 3 that went with video clip: •Why do you think there wasn’t a lot more energy or excitement? What do you think was going through their heads? How did the people react differently that were not in Independence Hall?
8/28-Students took their quiz. At the very end of class I spoke briefly on the difficulty and length of the American Revolution in trying to earn our freedom.
8/29-I gave a quick summary of America after the American Revolution. The Articles of the Confederation were week, and prohibited America from really doing anything as a new nation. Shay's rebellion showed that the flaws of the nation needed to be strengthened. We then paired students with a state from 1787 and they began to look at the main arguments of the convention through the eyes of their state. What and why would a state have thought the way it did.
8/30-We began our along the chaparral project, and began looking at somebody buried in Riverside National Cemetary. We will continue this on tuesday next week.
Have a good 3 day break!
Monday, August 26, 2019
8/26 Monday
8/23 Friday
We continued looking at additional events that led to America declaring Independence. I reviewed the Boston Massacre, and then we read through readings on the Boston Tea Party(the weirdest crime ever), the Intolerable Acts and Thomas Paine's Common Sense.
Notes and Quickwrite 2
Documents for snowballs 6-9
Notes and Quickwrite 2
Documents for snowballs 6-9
8/22
We began to look at the causes that led to the American Revolution. Students did an assignment in class about the Great Awakening and the Enlightenment. I then discussed the French and Indian War, which led to problems between the British and colonists. This included taxes that the colonists did not want to pay. We finished class with a quickwrite on the Boston Massacre. it will be included with the notes link on tomorrow's post.
Wednesday, August 21, 2019
8/21 Wed
We looked at the beginning of America's founding in class. We started looking at the Puritans and how they birthed this new dream for a new colony.
Quickwrite 1: What do you think the risk was leaving Europe and heading to the America's for the Puritans? Would you ever leave the earth and head to mars to start a new colony(you could never come back)? Why or Why Not?
City on a Hill
The video we started halfway through where Donald is trying to capture a penguin. It shows the idea of a snowball effect where a small event leads to big problems. It reflects in a small way America's steps towards a Revolution
Quickwrite 1: What do you think the risk was leaving Europe and heading to the America's for the Puritans? Would you ever leave the earth and head to mars to start a new colony(you could never come back)? Why or Why Not?
City on a Hill
The video we started halfway through where Donald is trying to capture a penguin. It shows the idea of a snowball effect where a small event leads to big problems. It reflects in a small way America's steps towards a Revolution
Tuesday, August 20, 2019
Tuesday 8/20
Students turned in yesterday's work. We then started the year discussing the American Dream and what it means. Students used google classroom(if you need the code just let me know) to explain what it means to them. We then started unit 1 which is titled A Dream is Born. America is a unique nation, unlike any other. Not perfect but centered on the dream of being different. It is partly why the American Dream exists at all. We will begin the story of America tomorrow.
Monday, August 19, 2019
Monday 8/19
We continued to look at historical thinking by building towards writing a thesis statement. Students looked at the documents of A$AP Rocky and his arrest. They had to take a stand on if they thought the US should have intervened in his arrest. Students need to finish the entire paper for homework tonight if they aren't done.
Friday, August 16, 2019
Thursday, August 15, 2019
Thursday 8/15
Sorry about the past two days I had accidentally posted updates to last year's blog instead of this years.
We finished looking at the article on Why History. Students created a list of reason's history has value. From helping us know what we believe, to being thankful for who came before us, and giving us a greater appreciation of life and how short it is.
The second part of class we looked at a clip from Saving Private Ryan. Students either started a short writing assignment in class, or will tomorrow on what it means to "earn this" in life. People have gone before us to pave the way for us to have the opportunities and freedoms that we take for granted. For us to honor them the idea would be for us to "earn it" everyday in our lives.
We finished looking at the article on Why History. Students created a list of reason's history has value. From helping us know what we believe, to being thankful for who came before us, and giving us a greater appreciation of life and how short it is.
The second part of class we looked at a clip from Saving Private Ryan. Students either started a short writing assignment in class, or will tomorrow on what it means to "earn this" in life. People have gone before us to pave the way for us to have the opportunities and freedoms that we take for granted. For us to honor them the idea would be for us to "earn it" everyday in our lives.
Wed 8/14
In class we started looking at why it is important to know history. America is currently very divided and people are quick to anger but not quick to discussion. We looked at three questions that are somewhat divisive and how people are quickly labeled if you take a side. The goal is that we would always be able to look at both sides with an open mind prior to making a decisions. Having a personal view is not just ok it is important, but base it on something. Every time we answer a question this year we want there to be something that supports your answer or belief. We finished class by starting an article from David McCullough on why History is important.
Why History
Why History
Tuesday 8/13
In class today we focused on how History is more than facts. That used to be what everyone focused on. Today we have all the facts at our fingertips though. History is about going beyond just the facts and drawing your own conclusions about events. What was good, bad, right, wrong etc.. The facts are important, one analogy being the foundation of our house. Without it we can't build a house(our opinions). You obviously need to know the facts to have a foundation for your house. Once you have it though everyone builds a different house. We see history differently. We have different opinions. Is Trump doing good or bad? Was the war in Iraq smart or a failure? These bigger ideas which are rooted in facts give us opinions on how we see the past. In a bigger sense it will also be how we envision the best future. It will help us determine who to vote for, support, and what to believe. We did take a citizenship test to look at some of the facts that are the foundation for our background on US history.
Friday, August 9, 2019
2019-2020
Welcome to the new school year. Updates of what we are doing in class, did in class, or will be doing in class can typically be found here. Bookmark it in case you are absent or will be gone.
While it usually won't have everything on here, it will have a recap of what we did, and on occasion more. You can use this so you know the basis for what you have missed.
US History-Here is your SYLLABUS!!!! (Push the word), print the LAST page and get it signed by you and parent by Friday! It is the first assignment of the year.
While it usually won't have everything on here, it will have a recap of what we did, and on occasion more. You can use this so you know the basis for what you have missed.
US History-Here is your SYLLABUS!!!! (Push the word), print the LAST page and get it signed by you and parent by Friday! It is the first assignment of the year.
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